010040 Program Development and Evaluation in Indigenous Education and Development

Warning: The information on this page is indicative. The subject outline for a particular semester, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject level:

Postgraduate

Handbook description

This subject extends to areas of adult learning to look at evaluation, the development of programs and the complex range of considerations and perspectives that need to be considered in designing and evaluating programs in Indigenous education and development.

Subject objectives/outcomes

The aim of Program Development and Evaluation in Indigenous Education and Development is to create a space for communication and knowledge sharing that respects the rights of Indigenous peoples to maintain control over their culture. The subject is aimed at building respectful partnerships and creating opportunities for meaningful dialogues and collaborations between Indigenous and non Indigenous peoples in the area of Indigenous education and development. Program Development and Evaluation in Indigenous Education and Development aims to develop knowledge and skills in:

1. developing an understanding of past and present Government policies and practices and their impact on formal program development in Indigenous education
2. developing strategies for supporting, evaluating and delivering Indigenous education programs
3. formulating a personal position in relation to Indigenous education and program development
4. developing an understanding of the power of representation and the responsibility of the facilitator in this process
5. practising self-directed learning
6. appreciating the role of community, localised identity and self-determination in Indigenous education.

Teaching and learning strategies

Students will learn through a combination of set readings, lectures, workshop exercises, case studies, online discussions and written assessments requiring them to apply concepts to their own research and presentations. Students will be encouraged to be active rather than passive learners. The subject will feature 3 Block sessions or also be available by Distance mode through the semester for students. The subject may include a selection of the following teaching and learning strategies:

• full lectures or mini lectures (possibly including guest speakers),
• Online discussions, presentations, class exercises
• large group discussion,
• practical group exercises,
• small group discussion,
• student presentations (individual or group projects)
• workshops on specific practical skills
• role play.

Students are also required to maintain a regular reading schedule that may include a textbook, a prescribed set of readings and/or some selected key references. There will also be an expectation that students will pursue their own research in areas relevant to their assessment tasks.

Block Mode Delivery (also information available on UTSOnline for Distance and Block Learners)

Content

The subject will introduce students to a range of issues and perspectives to be considered when working with culturally diverse groups with a specific focus on Indigenous and non-Indigenous interactions in formal education and program development. Program Development and Evaluation in Indigenous Education and Development will encourage learners to engage with information demonstrating positive achievements and advancements in the area of Indigenous education and to identify strategies and approaches that influence such success. Learners will also be encouraged to acknowledge a range of challenges and issues that need to be understood in relation to issues of trust and control.

Topics for this subject include:

• Introduction to subject and assessments
• overview-policies and practices - past and future directions
• Defining terms: what does culturally appropriate mean? Who are the Indigenous community? Is it important how we ‘name’ things/people?
• Issues for Indigenous and non-Indigenous facilitators working in Indigenous education and)development
• What works? - a look at some programs and approaches that have been successful in the area of Indigenous education (how do we measure/define ‘success’)
• Supporting Indigenous education programs
• Evaluation processes and assessment

Assessment

Assessment Item 1: policy document review

Assessment Item 2: Discussion

Assessment Item 3: Draft Program / Program Session Design and presentation

Minimum requirements

Students are expected to read the subject outline and be familiar with the following assessment and attendance requirements:

Required texts

UTS Coursework Assessment Policy and Procedures Manual that may be downloaded at: http://www.gsu.uts.edu.au/policies/coursewkassess.html

Recommended texts

There will be links to some electornic readings on your UTSOnline site, and handouts will be given during class/meeting sessions.

References

• AIATSIS (2003) Australian Aboriginal Studies journal Canberra: Australian Institute for Aboriginal and Torres Strait Islander Studies. http://www.aiatsis.gov.au/rsrch/aas_jrn/journal.htm
• Battiste, M., Bell, L., Findlay, I., Findlay, L., Youngblood Henderson, J. (2005) ‘Animating the Indigenous Humanities in Education’ in Battiste, M., and McConaghy, C. (eds) (2005) The Australian Indigenous Journal of Indigenous Education – Thinking Place: The Indigenous Humanities in Education, vol.34, Brisbane Qld: Aboriginal and Torres Strait Islander Study Unit, University of Queensland, pp7-19
• Bennett, B. and Zubrzycki (2003) ‘Hearing the stories of Australian Aboriginal and Torres Strait Islander social workers: Challenging and educating the system’ in Australian Social Work March 2003, vol.56, no.1, Canberra: Australian Association of Social Workers
• Board of Studies NSW (2001) Working with Aboriginal Communities: A guide to community consultation and protocols Sydney: Board of Studies NSW
• Davies, Jocelyn (2001) ‘The power of knowledge, the resonance of tradition’ in Ward, G. and Muckle, A. (eds.) (2001) Electronic publication of papers from the AIATSIS Indigenous Studies Conference, September 2001 http://www.aiatsis.gov.au
• Elbaz-Luwisch, Freema (2005) Teachers Voices: Storytelling and Possibility, Greenwich, Connecticut: Information Age Publishing
• Ellis, Cath (2004) ‘Helping yourself: Marlo Morgan and the fabrication of Indigenous wisdom’ in Australian Literary Studies, vol.21, issue 4, University of Queensland Press
• Langton, M (2001) ‘The Nations of Australia’ An Alfred Deakin Lecture, 20 May, 2001, Melbourne Town Hall, University of Melbourne, http://search.abc.net.au/search/cache.cgi?collection=abconline&doc
• Marika, R. and Ngurruwutthun, D. (1992) ‘Always together, Yaka Gana: Participatory research at Yirrkala as part of the development of a Yolngu education’ in Convergence, 00108146, 1992, vol.25, issue 1, pp.23-40
• McConaghy, Cathryn (2000) Rethinking Indigenous Education: Culturalism, Colonialism and the Politics of Knowing Flaxton: Post Pressed
• Nakata, Martin (2007) Disciplining the Savages: Savaging the Disciplines Canberra: Australian Institute for Aboriginal and Torres Strait islander Studies
• Nakata, M. (2007). ‘The cultural interface’. The Australian Journal of Indigenous Education, 36, Supplement, 7-14.
• Nakata, M. (2006). ‘Australian Indigenous Studies: A question of discipline’. Special Issue 18 Delimiting Indigenous cultures: Conceptual and spatial boundaries of The Australian Journal of Anthropology, 17(3), 265-275.
• Nakata, M. (2002). ‘Indigenous Knowledge and the Cultural Interface: Underlying issues at the intersection of knowledge and information systems’. IFLA Journal, 28(5/6), 281-291.
• Nakata, M. (1998). ‘Anthropological texts and Indigenous standpoints’. Journal of Aboriginal Studies, 2, 3-15.
• Page, S. and Asmar, C. (2004) ‘Indigenous Academic voices: Stories from the tertiary education frontline’ in HERDSA News, April 2004

Other resources

This subject is supported by a UTSOnline site.